Challenges and Disadvantages of Multigrade Teaching: Qualitative Research

Abstract

This study aimed to analyze the challenges of multi-grade classrooms from teachers' views in order to improve the educational process. Research population included all teachers of multi-grade classrooms who live and work in Aleshtar City. Among 168 teachers 13 persons were selected by purposive sampling method. A non-structured interview was used as a research tool in the experiment. The data analysis was performed using content analysis method. The results have shown that the teachers face the following problems in multi-grade classrooms: lack of time, lack of students' motivation, academic failure, lack of proper class management, inappropriate age composition, lack of attention to students' individual needs, lack of educational facilities, lack of educational justice and inadequate authorities' support. The following recommendations were provided according to the results of the study in order to improve the educational process of multi-grade classrooms: it is suggested to provide required incentive for teachers by considering special privileges; it is necessary to revise the volume of textbooks for the students and special textbooks with more appropriate contents; it is recommended that education authorities equip such schools with proper teaching aids and materials instead of reducing their number; it is suggested to engage experts of multi-grade education in the departments of education to deal with the problems of teachers of such classes; it is suggested that educational authorities apply the successful experience of other countries in the field of multi-grade classroom, etc.

The Teaching-Learning Process in Madrasah Multigrade Classes During the Pandemic: A Phenomenological Investigation

“…Their absence in seminars and training stems from the small amount of money they receive as remuneration for their service, which completely disadvantages them from opportunities and leaves them to construe what they already know. Khazaei et al (2016) pointed out that managing multigrade classrooms can be challenging due to the need for teachers to control, monitor, and provide all-around leadership. This, in turn, makes teaching multigrade classes more stressful than single-grade teaching, as noted by Naparan and Castaneda (2021).…”

Pedagogical strategies and challenges of multigrade schoolteachers in Albay, Philippines

“…Aside from teacher preparation, MG teachers are faced with insufficient educational materials to support learning, burden of lesson planning and lack of time (Khazaei, 2016;Yeard'e, 2012;Villalino, 2010). The challenges cited thereof made an MG system to be perceived negatively by teachers, students and community.…”

“…Considering that MG teachers have to monitor two different grade levels at the same time, it would be a relief for them that if ever they attend one group, the other group has one-to-one access of textbooks or reference materials. This problem is common in MG schools (Khazaei, 2016;Yeard'e, 2012;Villalino, 2010).…”

Comparative analysis of the results of multigrade and singlegrade classes based on indicators of educational productivity and efficiency: A case study of Bandar Abbas city primary and secondary schools

“…The existence of multigrade classes has been an inevitable fact everywhere because of the limitation of the number of teachers and the lack of time to start and end their studies and to create opportunities for development of each student [10,11]. Due to the increasing trend of rural migration to cities and the quorum of the number of students in the villages to form independent classes in these areas, increasing the number of these classes will be inevitable in the future.…”